Instructional Analysis

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Instructional Analysis

  • Portions of this instructional analysis have been informed by data collected over the past several months at Downingtown. Data collection has taken place through the initial Asset Inventory, formal and informal conversations with the administration, and the most recent, Socratic Seminar with subsequent affinity map (the focus for this assignment). Not only will this instructional analysis serve to inform future work with Downingtown (specifically as we bring on the elementary and high schools and continue work with the middle schools), but it also seeks to inform that work that Project ARC does with future clients.

1) Context Design:

Constraints on Design Resources

  • Each client has its own set of issues and constraints
  • Specifically, for Downingtown, this is a three to four-year initiative
  • Other clients may only partner with Project ARC for a school year, effectively diminishing the impact that we may have on the district
  • The materials created specifically for Downingtown can be used with other partner schools and will be determined for use on a case-by-case basis dependent on need

Finances

  • While Downingtown has budgeted for a three-year and possibly four-year initiative, issues with finances may arise in coming years
  • We are willing to work with clients to secure grant funding when possible
  • Some clients have very limited funding, which impacts the amount of time we can spend with a partner school/district
  • The creation of general materials (i.e. protocols, activities, etc.) do not cost Project ARC any money to produce but are merely a time issue
  • The only cost to a district for the actual creation of material would come in the form of a specifically written curriculum (i.e. NYC DOE's Summer Scholars Program)

Designer - Content Area Expertise

  • All materials will be created by Project ARC (For the purposes of this course, Dayna and Jill will create the materials and seek input/feedback from our third partner, Tim)
  • Between the three Project ARC partners, we have over 45 years of design experience
  • Between the three Project ARC partners, we have coached over 25,000 teachers worldwide
  • Dayna has authored a book on Authentic Learning Experiences
  • Dayna and Jill have authored a book on Developing Natural Curiosity

Delivery System Decisions

  • Onsite/virtual combinations
  • Zoom for virtual meetings
  • Email support, as needed
  • Schoology - resources uploaded and tailored to individual schools/districts
    • Eduspire and Wilson College potential partnership ($1,500/teacher)
    • District level considerations based on continuing education credits/units

Location Decisions

  • Generally conducted onsite at a school or a local Intermediate Unit (IU)
    • (PA specific for Downingtown - other states have different organizations such as NY and BOCES or MI and RESA)
  • Chart paper, markers, sticky notes, project unit, speakers, Internet access for teachers
  • Flexible seating areas for collaboration purposes
    • Teams or whole group discussion protocols
    • Note: Lecture-style hall seating occurred for one session at Downingtown - the request was made to never reserve that room again

Institutional/Organizational Support

  • Varies by school (Note: Part of Jill's performance analysis seeks to address our partnerships with districts that may not have full support)
  • Downingtown, specifically, has varied support by level
    • Chief Academic Officer
      • Full support and is the head of this initiative
      • Is not requiring a set number of authentic learning experiences to be designed by teacher, by building, by team, or by grade level
      • Not forcing teachers to be part of the pilot group for implementation
      • Has attended all planning meetings
      • The first year on the job - came from a progressive district that was already doing this type of work (deeper background knowledge)
    • Principal LMS
      • Has not attended a single planning meeting or training session
    • Assistant Principal LMS
      • Attended all planning meetings but with little participation at the meetings
      • Has not attended any training sessions
      • Did participate in several classroom observations for the Asset Inventory
    • Principal DMS
      • Has attended all planning meetings
      • Interviewed me for his RockStarPrincipal podcast
      • Has not participated in any training sessions
      • Has brainstormed ideas for possible authentic learning experiences developments
    • Assistant Principal DMS
      • Has attended all planning meetings
      • Full participation in planning meetings
      • Only missed one training session due to a prior conflict
      • Participated in 75% of the Asset Inventory classroom observations
      • Full participation in the Socratic Seminar and Affinity Mapping session
      • Created a Google Doc for teachers to share ideas for possible authentic learning experiences
      • Is active in the Schoology group for the teachers in this initial cohort
      • (Was a teacher in an Expeditionary Learning School, so he has a deeper level of background knowledge)

2) Context Learning:

Characteristics of the Learning Environment

  • The Asset Inventory provides us with a window into the daily classroom happenings
  • From this, we can ascertain what teachers are doing that needs to be leveled-up to best support authentic learning experiences
  • From this, we can also ascertain what needs to be further developed in order to best support the implementation of authentic learning experiences
  • For Downingtown, specifically, much of this is reflected in the Asset Inventory that can be found here
  • Support from administration is key
    • LMS - little support - have seen a drop off in the number of teachers who participate in each session
    • DMS - full support - they have actually added some teachers to the training sessions, even though there have been two teachers (math, science) who have dropped out due to other commitments and health related issues
  • The Socratic Seminar and Affinity Mapping gives us direction as to parts of the learning environment
    • Teachers feel they need more planning time
    • Teachers feel they are pressured by the state tests
    • Teachers feel pressure if they are the only member of their team who is currently receiving training
      • Note: One full team from DMS is part of the training and they are already developing interdisciplinary authentic learning experiences - Question to consider: How can we get more full-team participation in the future?

3) Context Application:

New Skills - Timeline for Implementation

  • Goal is always immediate implementation
  • Reality is that not all teachers are ready at the same time - need further support, differentiation, one-on-one coaching, additional challenges
  • During training sessions, Project ARC facilitators strive to model scaffolds and formative assessment techniques that teachers can quickly take back to their classroom for implementation. This does not mean they have to fully develop an authentic learning experience, as this process takes much longer
  • Currently, Downingtown teachers have about 30% of those trained who have tried to implement an authentic learning experience.
  • Approximately 40% of the remaining teachers in the training group are in the middle of planning an experience but have not tried to implement one
  • Each district is different on expectations for teacher implementation timelines
  • Downingtown has not set a specific deadline or a required number to be implemented
    • Their goal is an organic process at the middle schools
    • The 6th Grade Center required participation from all teachers in the two signature projects that were co-designed but were initiated by the idea of the principal
    • Each session we have had has begun with a sharing out of successes - both big and small
      • Protocols we have modeled have been adopted by many
      • Connections with outside agencies, mentors, business, etc. have been made for project support
      • Several projects have been implemented and lessons learned from implementation have been shared

Likelihood of Grasping New Skills in Connection to Real-World Application

  • Those who have already tried and succeeded with a small implementation of anything proves there are gains being made
  • Even those teachers who have not implemented a full-blown authentic learning experience have voiced their support of it
    • As noted in the Socratic Seminar - the teachers want to participate but are concerned about testing pressures, administrative support, and the management of time and content (all reasons why new training materials are necessary)

4) Learner Analysis:

Characteristics of Learners

  • As previously noted, when feasible and allowed for in the budget, we conduct an Assets Inventory of our learners (teachers in the school/district)
    • Downingtown contracted for this
    • LMS 33 teachers
    • DMS 28 teachers
    • Not possible to see all in a district this size, but it does happen in smaller districts
  • Assets-based so they know what positive teaching practices are already happening
    • Don't want teachers to view this as a deficit model
    • Builds a relationship from the start
    • The goal is to:
      • Identify who is ready for training - if we are only working with a select few
        • Downingtown:
          • Some teachers chose not to get involved because they were too busy with other initiatives
          • Some teachers volunteered to join because they were excited about the learning opportunity
      • Even though assets-based, this helps Project ARC to identify points on which to focus when developing the Tailored Professional Development Session
    • During an Assets Inventory, information is provided by the administration on the number of years taught and any other background pieces of information that might be important (i.e. - previously taught in an Expeditionary Learning School or recently transferred from the high school)
    • Range of diverse learners (teachers)
      • Years teaching, pedagogical background knowledge, content area, collaborative planning comfort level, previous coaching or professional development experience - this information is collected via personal conversations with teachers in attempt to garner planning information for differentiation purposes and to build a rapport with teachers as a trust relationship begins to develop
      • Some teachers tend to be wedded to content and the way in which they have taught it while others are very open to new ideas
      • Some teachers are so brand new that they are open to any ideas that will help them to develop their level of comfort in the classroom

Language

  • International clients have some language barriers
    • Typically, the teachers have a firm grasp of the English language
    • Sometimes words or phrases mean different things and we have to be aware of the differences (mark versus grade)
  • This is not an issue in Downingtown

Cultural/Social Background

  • Different areas of the country/world have different contexts
  • Even within one state, there are a variety of differences
    • Downingtown's two middle schools are made up of very different students in terms of diversity (Asian and Indian minority population versus African American minority population)
  • Rural, urban, private, charter, low/high SES
  • This is one of the reasons we like to do a Community Map before a Tailored Professional Development Session (TPDI)
    • Not all contract for this service
    • Downingtown - We had a meeting with the Main Street Association prior to the TPDI to give teachers ideas on authentic and relevant learning experiences for their context